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![Page 1: Designing Effective and Innovative Courses Barbara J. Tewksbury Department of Geosciences Hamilton College btewksbu@hamilton.edu .](https://reader036.fdocuments.net/reader036/viewer/2022062718/56649eb05503460f94bb5c0f/html5/thumbnails/1.jpg)
Designing Effectiveand Innovative Courses
Barbara J. TewksburyDepartment of Geosciences
Hamilton [email protected]
http://serc.carleton.edu/NAGTWorkshops
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Interview questions
Interview and prepare to introduce the person sitting next to you. Find out:• Name, institution• What course is she/he designing or
redesigning?• What excites him/her about the prospect
of designing and teaching this course?• What concerns does she/he have about
designing and teaching this course?
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Aims of this workshop
Take you through a process to design an effective, innovative, and challenging course• Students learn significant and appropriate
content and skills• Students have practice in thinking for
themselves and solving problems in the discipline
• Students leave the course prepared to use their knowledge and skills in the future
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What kind ofcourse are we after?
“Challenging courses are those that lead students into situations where the only way out is through thinking”
Iris Weiss, 2005, unpub. materials from an NRC-MSP conference
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How are coursescommonly designed?
Make list of content items important to coverage of the field
Develop syllabus by organizing items into topical outline
Flesh out topical items in lectures, recitations, discussions, labs
Test knowledge learned in course
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What’s missing??
Articulation of what your students need
Articulation of goals beyond content/coverage goals
Deliberate consideration of strategies to achieve goals beyond content goals
Plan for evaluation of success
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An alternativegoals-based approach
Brings same kind of introspection, intellectual rigor, systematic documentation, and evaluation to teaching that each of us brings to our research
Really shakes the tree and designs the course from the bottom up
Assessment falls out naturally
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Overview of the workshop
Articulating context and audience Setting goals
• Setting overarching goals• Setting ancillary skills goals• Choosing content to achieve the goals
Developing a course plan• Exploring teaching strategies • Developing a course outline with
assignments, activities and assessments to give students practice in goals-related tasks
Following through
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Does it work?
7 years of workshops on Designing Effective and Innovative Courses in the Geosciences
Now part of NSF-funded On the Cutting Edge program (http://serc.carleton.edu/NAGTWorkshops)
New online tutorial An effective design template !!Not the only way to design a course!!
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An aside on terminology
Design model is goals-focused Terminology: goals vs. objectives vs.
outcomes vs. learning goals vs. learning objectives vs. learning outcomes• Geology faculty at our workshops largely
not fluent in edu-speak• Some have encountered terms defined
differently in different venues• Our workshop participants wasted time
and energy coping with the distinctions
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An aside on terminology
The problem with the word “learning”• The brown bread example
brown bread
brown bread
brown bread
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An aside on terminology
The problem with the word “learning”• “I am in the middle of learning
research techniques in geomicrobiology.”
• “I am finding out more about learning research in the geosciences.”
Ditto learning objectives and learning outcomes
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An aside on terminology
For our workshops, we have collapsed goals, objectives and outcomes into one standard English term “goals”.
Goals for us will be concrete and measurable (“My goal in life is to make a million $$”; “My goal next year is to make the Olympic sock wrestling team.”)
Avoided “learning” as an adjective.
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Step I: Context and audience
Our course design process begins with answering the following:• Who are my students?• What do they need?• Can’t set goals effectively until
these questions are answered• What are the constraints and
support structure?
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Task: context & constraints
Go to page 1 of the assignments. Answer each question first, and
then, if you have time, go back and consider the challenges and opportunities presented by what you consider to be the most important aspect(s) of context and constraints
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Step 2: overarching goals
Teaching is commonly viewed as being teacher-centered.
Reinforced by the teaching evaluation process
Commonly reinforced by how we phrase course goals: “I want to expose my students to….” or “I want to teach my students that…” or “I want to show students that…”
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Step 2: overarching goals
“It dawned on me about two weeks into the first year that it was not teaching that was taking place in the classroom, but learning.”
Pop star Sting, reflecting uponhis early career as a teacher
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Step 2: overarching goals
We can’t do a student’s learning for him/her
Need to set course goals for the students, not the teacher
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Goals phrased asstudent-focused goals
At the end of this course, students will be able to…”
Focuses on student learning Helps us get over thinking of
course as an opportunity for teacher to expose students to something or teach them about something
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Goals phrased as students being able to do something
What do you want your students to be able to do after they have taken your course?
Which would we rather have?• I want my students to have a strong
background in ____OR
• I want my students to use their strong background in order to do ____
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Goals phrased as students being able to do something
Helps us focus beyond content coverage/mastery
Helps us focus beyond the end of the semester – what value has the course added to student lives, abilities, and skill sets?
Helps us see a path from goals to course design - makes very clear what kind of practice students must receive in the course to become good at the “doing”
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Goals have potentialto transform a course
Example from an art history course• Survey of art from a particular period
Vs.• Enabling students to go to an art
museum and evaluate technique of an unfamiliar work or evaluate an unfamiliar work in its historical context or evaluate a work in the context of a particular artistic genre/school/style
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Goals have potentialto transform a course
Example from a math course• Practice in particular techniques (stats,
calc, diff eq)
Vs.• Enabling students to evaluate statistical
claims in the popular press/advertising or analyze applications of calculus in unfamiliar situations or solve unfamiliar real-world problems in science/engineering
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Goals have potentialto transform a course
Example from a history course• Survey of history of a particular time
periodVs.
• Enabling students to evaluate an unfamiliar event in its historical context or reconstruct an unfamiliar historical event from different viewpoints or a familiar historical event from a new viewpoint or seek out and evaluate information about an unfamiliar historical event
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Goals have potentialto transform a course
Example from an education course• Survey of results of research on
learningVs.
• Enabling students to design classroom activities for students that are consistent with educational theory and the science of learning.
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Goals have potentialto transform a course
A course should enable students, at appropriate level, to do what professionals do in the discipline, not just expose them to what professionals know.
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So, what do professionals do?
What sorts of things do you do simply because you are a professional in your discipline??• I use the geologic record to reconstruct
the past• I use geologic past to predict the future• I look at houses on floodplains, and
wonder how people could be so stupid• I hear the latest news from Mars and say,
well that must mean that….
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So, what do professionals do?
Physicist: predicts outcomes based on calculations from first principles
Art historian: assesses works of art Historian: interprets historical
account in light of the source of information
English prof: analyzes prose/poetry
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Task: What do you do?
Your course should enable your students, at appropriate level, to do what you do in your discipline, not just expose them to what you know.
Go to page 5 of the assignments.• In context of general course topic, what do
you do? What does analyze, evaluate, etc. involve?
• Alternatively, what is unique about your world view/the view of your discipline??
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Goals involving lowerorder thinking skills tasks
Knowledge, comprehension, application
explain
describe
paraphrase
list
identify
recognize
calculate
know about
prepare
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Examples of goals involving lower order thinking skills
At the end of this course, I want students to be able to:• List the periods of the geologic time scale• Recognize examples of pointilist art• Label a time line with the dates of major
events leading up to World War I.• Calculate standard deviation for a set of
data• Know about Earth systems
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Examples of goals involving lower order thinking skills
At the end of this course, I want students to be able to:• Compare and contrast
transcendentalism and existentialism.• Describe how the Doppler shift
provides information about moving objects, and give an illustrative example.
• Explain how stem cells form and what applications might be developed.
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Goals involving higherorder thinking skills tasks
Analysis, synthesis, evaluation, some types of application
predict
interpret
evaluate
derive
design
formulate
analyze
synthesize
create
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Examples of goals involving higher order thinking skills
At the end of this course, I want students to be able to:• Develop and test age-appropriate
lesson plans.• Analyze an unfamiliar work of art (which
is different form recalling those covered in class)
• Evaluate the historical context of an unfamiliar event.
• Frame a hypothesis and formulate a research plan.
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Examples of goals involving higher order thinking skills
At the end of this course, I want students to be able to:• Collect and analyze data in order to ___• Design models of ___• Solve unfamiliar problems in ____ • Find and evaluate information/data on ____• Predict the outcome of ____
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Why are overarchinggoals important?
If you want students to be good at something, they must practice.
Goals drive both the course plan and assessment
Goals are the underpinnings of your course and serve as the basis for developing activities to meet those goals.
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What kind of goals to set?
Higher order or lower order thinking skills?
Measurable outcomes or not? Abstract or concrete goals?
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Setting goals phrased with higher order thinking skills
Overarching goals involving lower order thinking skills are imbedded in ones involving higher order thinking skills
“being able to interpret tectonic settings based on information on physiography, seismicity, and volcanic activity” has imbedded in it many goals involving lower order thinking skills
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Setting goals phrased with higher order thinking skills
Helps us focus on developing students’ abilities to think for themselves and solve problems in the discipline while still addressing mastery of content
Helps us integrate assessment from the beginning that goes beyond recall and reiteration
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Setting “measurable” goals
Easier to design a course when overarching goals phrased so that you could imagine tasks that students could perform that would show whether they had mastered the content and skills of the course.• I want students to be able to interpret
unfamiliar tectonic settings based on information on physiography, volcanic activity, and seismicity (measurable).
Vs.• I want students to understand plate tectonics
(not directly measurable).
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Setting concrete goals
Abstract goals are laudable but difficult to assess directly and difficult translate into practical course design• I want students to appreciate the
complexity of Earth systems.• I want students to think like scientists.
Setting concrete goals helps us get beyond laudable but vague aims
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Task: evaluating goals
Go to page 6. Determine if each goal:
• Is student-focused• Involves higher-order thinking skills
tasks• Is a measurable goal• Is concrete, rather than vague and
abstract For goals that don’t measure up, how
would you improve them?
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Task: write overarching goals for your course
Go to page 8. Draft overarching goals for your
course 1-3 overarching goals is ideal. There is no one right set of
overarching goals for a particular course topic.
Heed the guidelines!!
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On your large Post-It sheet
Your name and institution Course title, level, and # of students Prerequisites, if any Does your course serve as
prerequisite for other courses? Any other important context info First draft of overarching goals
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Step 3: Setting ancillaryskills goals
Ancillary skills• Accessing and reading the geologic
literature• Working in teams• Writing and quantitative skills• Critically assessing information on
the web• Self-teaching, peer teaching, oral
presentation
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Importance of limiting number of ancillary skills goals
To improve skills, students need repeated practice and timely feedback
Hard to provide adequate practice and feedback unless goals are limited.
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Task: write ancillary skills goals for your course
Go to page 9. Set 1-2 ancillary skills goals Make sure that you are prepared
to provide students with practice and timely feedback !!
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Step 4: Achieving goals thru selecting content topics
What general content topics could you use to achieve the overarching goals of your course?
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Example from ageo hazards course
Overarching goal: students will be able to research and evaluate news reports of a natural disaster and communicate their analyses to someone else
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Be able to research and evaluate news reports of a natural disaster and
communicate analyses to someone else
Instructor #1 chose four specific disasters as content topics• 1973 Susquehanna flood• Landsliding in coastal California• Mt. St. Helens• Armenia earthquake
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Be able to research and evaluate news reports of a natural disaster and
communicate analyses to someone else
Instructor #2 chose four themes as content topics• Impact of hurricanes on building
codes and insurance• Perception and reality of fire
damage on the environment• Mitigating the effects of volcanic
eruptions• Geologic and sociologic realities of
earthquake prediction
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Be able to research and evaluate news reports of a natural disaster and
communicate analyses to someone else
Instructor #3 chose to focus on a historical survey of natural disasters in Vermont• Historical record of flooding in NW
Vermont• 1983 landsliding• 2-3 other places in Vermont that have
had natural disasters of different types.
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Goals and content topics unite to provide course framework
Previous example• Single goal; each instructor could achieve
goal even though content topics different• Choice of content topics drives how the
instructor will accomplish the goal.• Students will receive different kinds of
practice during the course even though the overall goal is the same
• Course very different from survey course derived from list of content topics
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Goals and content topics unite to provide course framework
How about a different goal for the same hazards course?• Students should be able to evaluate and
predict the influence of climate, hydrology, biology, and geology on the severity of a natural disaster.
• Could we use the same content topics? Yes!
• How would the courses be different? In the activities developed to accomplish the goals and the type of practice students receive!!
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Intersection of context, goals, and content
Research & evaluate news report or evaluate and predict influence of climate, hydro, geo, bio on the severity of a natural hazard?
Which goal makes most sense for who your students are and what they need?
Which content topics make the most sense for your students, your setting, your experience, your students’ futures?
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Fleshing out content topics
Higher order thinking skills goals have imbedded in them lower order thinking skills goals
Broad content topics have imbedded in them many concepts and content items that would be covered in a standard survey course
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Fleshing out content topics
Geology and Development of Modern Africa
Not a “Geology of Africa” course Overarching goal: students will be
able to analyze the underlying influence of geology on human events
Context is Africa, although goal is more general
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Fleshing out content topics
Content topic #1: influence of climate change on prehistoric settlement patterns in North Africa
Imbedded content items• Geologic content knowledge: 14C dating,
fossils, lacustrine sedimentation, stratigraphic columns, using sedimentary rocks to interpret paleoenvironments, geologic time scale,….
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Fleshing out content topics
Content topic #2: influence of development of East African Rift on hominid evolution
Imbedded content items• Geologic content knowledge: formation
and evolution of continental rifts, radiometirc dating, rift volcanisms, stratigraphic columns, fossils, using sedimentary rocks to interpret paleoenvironments, geologic time scale, fluvial and alluvial processes, faulting, geologic history of East Africa, evolution
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Selecting content coverage
A course that is not a survey course can be content-rich
Courses with depth rather than breadth are viable alternative
Topic coverage doesn’t have to be linear
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Selecting content coverage
Can meet content expectations for subsequent courses if topics selected carefully
Combination of clearly-stated goals and specific content topics provides clear pathway to designing practice for students in tasks related to the goal
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Other examples of choosing broad content topics
Goal: Students will be able to help future elementary school students ID rocks and help them with interpretations
Broad content topics: 3 locations with different bedrock geology around which to build different rock interpretation activities
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Other examples of choosing broad content topics
Goal: Students will be able to use data from recent Mars missions to re-evaluate pre-2004 hypotheses about Mars geologic processes and evolution
Broad content topics: 1) origin of drainage networks, 2) extent of intermediate to silicic rocks, 3) origin of layered rocks
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Other examples of choosing broad content topics
Goal: Students will be able to make observations of rx and thin sections and collect field data to evaluate conditions of deformation and deformation mechanisms responsible for structures and fabrics and, where possible, deformation history in a sequence of rocks.
Broad content topics: three case studies, 1) brittle def features in Capitol Reef, 2) brittle and ductile features in SW Tibet, 3) ditto in eastern NY state with wrap-up field trip
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Task: choose content topics to achieve overarching goals
Go to page10. List your overarching goal(s). For each, list possible broad content
topics that you could use to achieve that goal.
For each content topic, begin a list of imbedded content items that students must master to achieve the goal using that topic.
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Developing a course plan
For each overarching goal, how will you lead students to the point where they can do ____ on their own?
Alternative phrasing: how will you give students practice in doing ____?
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As you enter a classroom, ask yourself this question: “If there were no students in the classroom, could I do what I am planning to do?” If the answer to the question is yes, don’t do it.
Choosing classroom strategies
General Ruben Cubero, Dean of theFaculty, United States Air Force Academy
(Novak et al., 1999, Just-in-Time Teaching)
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Importance of having a teaching toolbox
If all you have is a hammer, everything looks like a nail.
Same goes for teaching. If the only tool in your teaching toolbox is lecturing, then….
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Importance of having a teaching toolbox
Learn about successful student-active assignment/activity strategies• think-pair-share, jigsaw, discussion,
simulations, role-playing, concept mapping, concept sketches, debates, long-term projects, research-like experiences….
• assignments involving writing, poster, oral presentation, service learning….
Make deliberate choices of the best strategy for the task.
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Importance of integrating assessment & course design
If having students meet the goals is important, assessment is a “natural”
Example: Students will be able to evaluate and predict the influence of climate, hydrology, biology, and geology on the severity of a natural disaster.• Give students an unfamiliar example• Can they do it??
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Importance of integrating assessment & course design
What students receive grades on must be tasks that allow you to evaluate whether students have met the course goals
If students are graded largely on their abilities to recall, define, recognize, and follow cook-book steps, you have not evaluated their progress toward goals involving higher order thinking skills.
Don’t assess what is easily measured – assess what you value.
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Mini-sessions on teaching strategies and assessment
Chose one or more of the concurrent and sequential sessions on teaching strategies
Go to the coaching sessions for help in designing assignments/activities using particular teaching or assessment strategy.
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Task: your course plan
Go to page 12. Draft a course plan that organizes
the order of content and topics in the context of the goals and uses appropriate assessments and teaching strategies for giving students goals-related practice as they encounter content and concepts.
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Task: final posters
Poster #1• Name, course title, # of
students, course context• Overarching goals• Course plan• Short statement of how the
course plans allows students to achieve overarching goals
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Task: final posters
Poster #2• Description of at least one activity
or assignment, with assessment, using one of the teaching strategies described in the workshop, with statement about how it fits into your course plan
• Statement about what you would particularly like feedback on